KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
About this section of the curriculum
Pupils should be taught about:
• Energy changes during changes of state
• Energy changes during chemical reactions
• The terms exothermic and endothermic
PAGE 1
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Learning demand
The key concept in this section of the curriculum is that energy is transferred during state changes and may be transferred
during chemical reactions. Energy is required to melt or sublime a solid, evaporate or boil a liquid (endothermic changes).
Energy is released by a gas or vapour condensing or desubliming and by liquids freezing (exothermic changes).
Energy and particle theory are both very abstract concepts and so this section of the curriculum is particularly high in
demand. Pupils would benefit from revisiting particle model diagrams representing state changes and physical models
(such as marbles in a tray, ball park balls on a bed sheet etc.). As an extension, some more able pupils may benefit from
investigating Molymod models to see that during a chemical reaction, bonds are broken and new bonds form. Energy is
needed to break bonds and is released when new bonds form.
For further information and support, see the Secondary National Strategy materials: ‘Strengthening teaching and learning
of energy’ and ‘Strengthening teaching and learning of particles’:
http://www.nationalstemcentre.org.uk/elibrary/resource/5312/strengthening-teaching-and-learning-of-energy-secondarynational-strategy
http://www.nationalstemcentre.org.uk/elibrary/resource/5318/strengthening-teaching-and-learning-of-particles-key-stagethree-national-strategy-training-materials
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Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Where this section of the curriculum fits in
This section of work covers some aspects of several QCA topics. The most significant links are:
7G Particle model of solids, liquids and gases
7F Simple chemical reactions
9H Using chemistry
This section of work follows on from the KS2 curriculum where pupils are taught to:
compare and group materials together, according to whether they are solids, liquids or gases; observe that some materials
change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees
Celsius (°C) (Y4); explain that some changes result in the formation of new materials, and that this kind of change is not usually
reversible, including changes associated with burning and the action of acid on bicarbonate of soda (Y5)
PAGE 3
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Expectations
Within this section of the curriculum in terms of working scientifically
all pupils will: describe and record observations and temperature changes taking place during state changes and simple
chemical reactions; draw simple conclusions
most pupils will: plan and carry out a straightforward investigation paying attention to health and safety; construct
appropriate tables and graphs with lines of best fit;
some pupils will have progressed further and will: interpret observations and data, including identifying patterns
and using observations, measurements and data to draw conclusions; evaluate data, showing awareness of potential
sources of random and systematic error
in terms of Chemistry: Energetics
all pupils will: describe temperature changes during state changes and simple chemical reactions; use the terms
exothermic and endothermic correctly; describe the arrangement and movement of particles in a solid, liquid and a gas.
most pupils will: explain state changes in terms of the particle model; explain that atoms rearrange during a chemical
reaction
some pupils will have progressed further and will: use formulae and equations to describe chemical reactions;
state that energy is needed to break bonds and energy is released when bonds form; explain that energy changes during
state changes and chemical reactions lead to temperature changes; make links between this section of the curriculum and
others
PAGE 4
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Health and safety
Risk assessments are required for any hazardous activity. Ensure that guidance is followed by referring to the latest editions
of Safeguards in the School Laboratory, Topics in Safety and current CLEAPSS documentation.
In this section of the curriculum pupils:
• plan and carry out an investigation to explore the temperature changes of crushed ice as it melts
• carry out investigations of temperature changes during state changes of water and stearic acid, and during simple
chemical reactions
PAGE 5
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• words and phrases for physical processes associated with state changes, e.g. melting, freezing, evaporation, boiling,
condensing, subliming, desubliming, sedimentation
• names of chemicals, e.g. sodium hydroxide solution, hydrochloric acid, sulfuric acid, sodium hydrogencarbonate
solution, citric acid, copper(II) sulfate solution, magnesium
• words and phrases describing energy changes, e.g. exothermic, gives energy out, endothermic, takes energy in
• words describing concepts, e.g. particles, energy, atom, molecule
• words and phrases relating to scientific enquiry, e.g. independent variable, dependent variable, line of best fit, random
error, systematic error, conclusion
PAGE 6
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Resources
Resources include:
Equipment Links:
• physical particle models (such as marbles in a tray, ball
park balls on a bed sheet)
MARBLES
TRAYS
• molecule models such as ‘Molymod’
ORGANIC AND INORGANIC MOLECULAR MODEL SET STUDENT
• sodium hydroxide solution, hydrochloric acid, sulfuric
acid, sodium hydrogencarbonate solution, citric acid,
copper(II) sulfate solution, magnesium powder and
ribbon, steric acid
STEARIC ACID
SODIUM HYDROXIDE SOLUTION 1M
HYDROCHLORIC ACID 1M
SODIUM HYDROGEN CARBONATE
CITRIC ACID
COPPER II SULPHATE
SULPHURIC ACID 1M
MAGNESIUM RIBBON
MAGNESIUM POWDER
• standard laboratory glassware and heating equipment
LABWARE
• datalogging equipment if available for monitoring
temperature
VISION DATALOGGER
TEMPERATURE SENSOR
• stopwatches, thermometers
STOPWATCH
THERMOMETERS
PAGE 7
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Independent learning
Pupils could:
• use research to find out why ice in icebergs takes so long to melt
• use research to find out about the energy changes in the water cycle, presenting findings as an annotated scientific poster
• research and make a presentation about combustion as an exothermic reaction e.g. fossil fuels or rocket fuels
PAGE 8
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Getting Practical
The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science
http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical
activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at:
http://www.york.ac.uk/media/educationalstudies/documents/research/Analysing%20practical%20activities.pdf
Getting Practical learning objectives:
A: By doing this activity, pupils should develop their understanding of the natural world
A1: Pupils can recall an observable feature of an object, or material, or event
A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship)
A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure
B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met
B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry
C1: Pupils have a better general understanding of scientific enquiry
C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 9
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Possible practical activities
Purpose
Equipment Links
Energetics: energy changes on changes of state (qualitative)
Investigating the condensation of steam.
In this class practical, pupils measure the temperature a boiling tube of cold water clamped above a beaker
of boiling water at regular intervals. This experiment could also be done using data-logging equipment.
Ensure that the beaker contains a minimum amount of water and is clamped to avoid being knocked over.
The beaker should be heated by a small purple Bunsen flame. A full risk assessment should be done.
A3
C2
Vision datalogger
DA130585
Temperature sensor
DA130870
Pupils can use this experiment to collect and present evidence, and may analyse and evaluate it.
Investigating the heating curve for ice melting.
In this class practical, pupils take the temperature of crushed ice in a beaker at regular intervals as they
heat it. They can observe the ice melting and can plot a graph. This experiment could also be done
using data-logging equipment. The beaker can be heated by a warm water-bath or with a very small
purple Bunsen flame
The key observation is that the temperature of the ice and ice/water mixture remains at approximately
0˚C as the ice is melting. The temperature of the ice/water only starts in increase significantly after the
ice has melted.
Vision datalogger
A3
C1
DA130585
Temperature sensor
DA130870
Ice melting kit
HE92305
As an alternative pupils could plan an investigation to explore the temperature changes of crushed ice
as it melts.
Melting and freezing stearic acid.
In this class practical, pupils take the temperature of stearic acid at regular intervals as they heat and
cool it. They can observe the melting and freezing points of the acid and can plot a graph.
This experiment could also be done using data-logging equipment.
Vision datalogger
A3
C2
The key observation is that as the stearic acid changes state, there is no temperature change.
However there is still a heat change at the same time as the state change.
DA130585
Temperature sensor
DA130870
Stearic acid
ST5950
http://www.nuffieldfoundation.org/practical-chemistry/melting-and-freezing-stearic-acid
Pupils can use this experiment to collect and present evidence, and may analyse and evaluate it.
Sublimation of air freshener.
Pieces of solid air freshener are heated in a hot water-bath and the vapour caught by cooling with ice.
No liquid will be observed so pupils will be able to appreciate that a solid has turned directly to a gas
without passing through the liquid phase. A fume cupboard, or other method of preventing escape to
the air, is required for this experiment.
Heat energy is needed to sublime the air freshener. It gives this heat up to the ice as the vapour
desublimes. Pupils can use this experiment to describe and explain observations.
A3
C2
Mobile fume cupboard
FU120100
http://www.nuffieldfoundation.org/practical-chemistry/sublimation-air-freshener
PAGE 10
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Energetics
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Equipment Links
Energetics: exothermic and endothermic chemical reactions (qualitative)
Polystyrene cups
CU05395
Sodium hydroxide
solution 1M
SO5678
Hydrochloric acid 1M
HY3056
Sodium hydrogen
carbonate
This is a useful class practical to introduce energy changes in chemical reactions. The pupils measure
the temperature changes in four reactions, and classify the reactions as exothermic or endothermic:
SO5610
• Reaction of sodium hydroxide solution and dilute hydrochloric acid
Citric acid
• Reaction of sodium hydrogencarbonate solution and citric acid
CI2130
• Reaction of copper(II) sulfate solution and magnesium powder
Copper II sulphate
• Reaction of sulfuric acid and magnesium ribbon
The experiments can also be used to revise different types of chemical reaction and, with some
classes, chemical formulae and equations. As an extension, some more able pupils may benefit from
investigating Molymod models to see that during a chemical reaction, bonds are broken and new bonds
form.
http://www.nuffieldfoundation.org/practical-chemistry/exothermic-or-endothermic
A3
CO2260
Sulphuric acid 1M
SU6106
Magnesium ribbon
MA3614
Magnesium powder
MA15000
Vision datalogger
DA130585
Temperature sensor
DA130870
Organic and
inorganic molecular
model set - student
MO11306
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www.timstar.co.uk